(Know-Want-Learn) Strategy to Improve Students' Reading Skill in ...

Volume 9, No. 1, February 2018

Indah Kusumaningrum, M. Wahyu W.

The Use Of K-W-L (Know-Want-Learn) Strategy to Improve Students’ Reading Skill in Descriptive Text for the Eighth Grade Students of SMPN 1 Pecangaan Jepara in Academic Year of 2017/2018

Indah Kusumaningrum, M. Wahyu Widiyanto

Universitas PGRI Semarang

Abstract The objectives of the research are: (1) to find out the students’ reading skill taught by using K-W-L strategy, (2).to find out the students’ reading skill taught without by using K-W-L strategy, (3) to find out the significant difference on the students’ reading skill taught by using K-W-L strategy and taught without by using K-W-L strategy. This type of the research was quantitative research. The research design applied by the researcher was quasi experimental. The population of this research was all of eighth grade students in SMP N 1 Pecangaan Jepara in the academic year 2017/2018. The samples of this study were class VIIIAconsists 32 students and VIIIB consists 32 students. The instrument used to collect the data was a test that contents 30 multiple choice test. All of students are given pre-test and post-test for each group. The result of this research shows that (1) the students’ reading skill taught by using K-W-L strategy in criteria as good. It shown by the mean of post-test was 86.22, (2) the students’ reading skill taught without by using K-W-L strategy in criteria as adequate. It shown by the mean of post-test was 75.91, and (3) thus, the difference between the students’ reading skill taught with and without using K-W-L strategy was significant. It can be seen in the result t-test score was 8.73 with t-table significance 5% it was 1.67.The result of the t-test was higher than t-table. So, there is a significant difference between improving students’ reading skill taught with and taught without by using K-W-L strategy. It means that the students taught by using K-W-L strategy were better than the students taught without by using K-W-L strategy. From the research above, the researcher suggests that to improve the students’ reading skill by using K-W-L strategy, the students have to read a lot of reading texts, and try to comprehend the text. For the teacher, it would be better if the teacher can apply the strategies of teaching reading, especially for reading skill as a facilitator, motivator, and administrator. Keywords: Reading Skill, K-W-L Strategy, Descriptive Text. 86



read. After reading, the reader should

Introduction Language

is

a

means

of

understand

the

writer’s

message

or

communication used by people to deliver

important information stated in the text

information, express their ideas, feelings,

whether specific information or general

and etc. There are many different languages

information. In the other words, the students

in the world, which is used by different

required reading skill to accomplish their

countries. Every country has characteristic

study.

language to show their own countries. As we

“Reading is something many of us take for

know that English is one of International

granted.” It means that when people read as

languages to communicate with people

much as possible, they are get knowledge to

between the various countries or groups of

delivered by the others. In addition, reading

people in the world. English has function as

can opens up new words, it can make us rich

a means to communicate in the daily

of

communication, to get knowledge, to make

(2008:4),

interpersonal

share

developing skill. It means that when people

information and to enjoy language lesson in

reading by practicing, they are encourage

English culture. In Indonesia, English

their skills.”

language

has

communication,

an

important

to

role

According

knowledge.

to

Grabe

According

“Reading

is

to a

(2010:4)

Johnson constantly

in

In mastering reading skill, students

educational world. So it puts English in

usually have some difficulties. One of them

curriculum of their education at program.

are students’ reading skill is still low. For

There are four language skills that

example, the students do not understand the

should be mastered by language learner.

meaning or purpose of the text. They also do

They are listening, speaking, reading, and

not uderstand what they read and could not

writing. These skills are relating each

answer the question based on the text.

other’s and cannot be separated. Reading is

Therefore, the teacher must have the best

one of important skills to get message,

strategy to facing this problem especially

understand the meaning of the text delivered

when teaching reading. One kind of the

by writer. The process of reading is guessing

strategy that can be used is K-W-L. It is a

and understanding the ideas and receiving

method done by Know, Want, Learn.

the message from the reading text being 87



K-W-L strategy enables students to explore

1. To what extent is the students’ reading

what they know, what they want to know,

skill taught by using K-W-L strategy?

and what they learn about a topic. By this

2. To what extent is the students’ reading

strategy, students activate their own personal

skill taught without by using K-W-L

background knowledge, predict about the

strategy?

information they expect to find in the

3. Is there any significant difference of the

reading material, and take notes related to

students’ reading skill taught by using

the information gained. Each of these tasks

K-W-L strategy and taught without by

supports their skill as they prepare to read,

using K-W-L strategy?

as they read, and after they read. The design of this research was an experimental research. The purpose of this research was to know whether or not there was a significant effect of using K-W-L (Know-Want-Learn) strategy in teaching reading. Therefore, this technique could be a solution to improve students’ achievement in reading skill. The reseacher choose SMP N 1 Pecangaan Jepara because this school is one of favourite school in Jepara. It gets numerous achievements in many competitions such as sports, arts, and etc. It also has complete facilities to support the teaching and learning process. Beside that, the researcher feels sure that the research will be succeeded because

the

students

are

smart

and

discipline. Based on the background of the research, the researcher formulates the statements of the problem as follows:

Review of Related Theories General Concept of Reading Reading is one of important skills to get message, understand the meaning of the text. According to Grabe and Stoller (2002:9), reading can be defined as the ability to draw meaning from the printed page

and

interpret

this

information

appropriately. Reading is also an interaction between the reader and the writer. The text provides information that the author wants the reader to understand in certain ways. The reader also brings

a wide range of

background knowledge to reading, and the reader actively constructs the meaning of the text by comprehending what the writer intends and interpreting it in terms of the background knowledge activated by the reader (Grabe 2010:15). According to 88



Johnson (2008:3) “Reading is the practice of

Reading for general comprehension, when

using text to create meaning.” Reading is a

accomplished by a skilled fluent reader,

constantly developing skill. Like any skill,

requires very rapid and automatic processing

we get better at reading by practicing. And

of words, strong skills in forming meaning

conversely, if we do not practice, we will

representation of main ides, and efficient

not get better and our skills may deteriorate.

coordination of many processes under very

Based

limited constrains.

on

the

definitions

above,

the

reseacher could concluded that reading is

The Principles of Reading

process receiving to get message and

Reading is one of the four language

understand the meaning from the text

components that should be mastered by

delivered by the writer.

students. It could be defined as the ability to

The Purpose of Reading

examined words and absorb the information

According to Grabe and Stoller

within

the

cognitive

process

of

(2002:19) “Reading is always purposeful not

understanding a written linguistic message

only in the sense that readers read in the

and to examine and grasp the meaning of

different way based on the reading purposes,

written or printed characters, words or

but also in the sense that any motivation to

sentences. Reading is complex process to

read a given text is triggered by some

interpret the information from reading text

individual purpose or task, whether imposed

appropriately. Reading has many principles

internally.”

and there is a process involving word

The purpose of reading (Grabe and Stoller:

recognition, comprehension, fluency, and

2002:13) 1. Reading to search for simple information and reading to skim 2. Reading to learnt from the text 3. Reading to integrate information, write and criticize text. 4. Reading for general comprehension

motivation. According to Harmer (2007:101), reading has many principles, they are: 1. Encourage students to read as often and as much as possible. The more students read the better they learn to think in English. Everything we do should

89



encourage them to read extensively as

during and after reading, and useful

well.

study exploitation.

2. Students need to be engaged with what

6.

Good teachers exploit reading texts

they are reading. When students are

to the full. Any reading text is full of

reading extensively, they should be

sentences, words, ideas, descriptions, etc. It

involved in joyful reading that is the

doesn’t make sense, in class, just to get

teacher try to help them get much

students to read and then drop it and move

pleasure in reading.

on to something else. Good teachers

3. Encourage students to respond to the

integrate reading text into interesting lesson

content of a text (and explore their

sequences, using the topic for discussion and

feelings about it), not just concentrate on

further tasks, using the language for study

its construction). It is important for

and then activation and using a range of

student to study reading texts in class in

activities to bring the text to life.

order to find out such things as the way

Based on the principles above, the

they use language, the numbers of

students must learnt to read in order to be

paragraph

the

able to read to learn. It must be regarded as

meaning, the message of the text, is just

an act of communication. There is a

as important as this.

communicator, message, and recipient of the

they

contain.

But

4. Prediction is a major factor in reading.

message. Teacher should exploit reading

When we read texts in our own

text in order to made students more

language, we frequently have a good

interested in reading. Students’ interested in

idea of the content before we actually

reading automatically to increase their

start reading. In class teacher should

language achievement.

give students ‘hints’ so that they also have a chance to predict what is coming. 5. Match the task to the topic when using

The Importance of Reading The importance of reading in website

intensive reading texts. We need to

(www.learn-to-read-prince-george.com)

choose good reading tasks, the right kind

consist of three importance of reading, there

of question, appropriate activities before,

are:

90



1). Reading is fundamental to function in

really listen. Lack of listening skills can

today's society. There are many adults

result in major misunderstandings which

who cannot read well enough to

can lead to job loss, marriage breakup,

understand

a

and other disasters - small and great.

medicine bottle. That is a scary thought -

Reading helps children [and adults]

especially for their children. Filling out

focus

applications becomes impossible without

communicating.

the

instructions

on

on

what

someone

else

help. Reading road or warning signs is

General Concept of K-W-L Strategy

difficult. Even following a map becomes

K-W-L Strategy

a chore. Day-to-day activities that many people take for granted become a source of frustration, anger and fear. 2). Reading is a vital skill in finding a good job. Many well-paying jobs require reading as a part of job performance. There are reports and memos which must be read and responded to. Poor reading skills increases the amount of time it takes to absorb and react in the workplace. A person is limited in what they can accomplish without good reading and comprehension skills. 3). Reading is important because it develops the mind. The mind is a muscle. It needs exercise.

Understanding

the

is

KWL is one of the most widely recognized

graphic

organizers

and

instructional strategies developed by Donna Ogle in 1986. K-W-L is an instructional reading technique to aid the teaching of reading. It uses graphic organizer namely KWL chart to help the students record their thinking process before, during, and after reading. KWL represents a three-stage instructional process for understanding texts: what students know, what they want to know, and what they have learned (Grabe 2010:231). According (Fengjuan 2010:79) The

written

K-W-L strategy works as an instructional

word is one way the mind grows in its

reading strategy. As a reading strategy, it

ability. Teaching young children to read

helps new teachers engage students from the

helps them develop their language skills.

beginning of a reading lesson by activating

It also helps them learn to listen.

prior knowledge. K-W-L also helps teachers

Everybody wants to talk, but few can

keep students interested as they think about 91



what they want to know and what they have

3) It also encourages students to become

learned. Nunan (2005:89) states that KWL is

involved

used for learners to organize informations

cooperative

before and after they read a passage. Based

classmates.

in

active

thinking

and

learning

with

their

from definition above, K-W-L can be

4) To elicit students' prior knowledge of the

concluded as a technique which has well-

topic of the text, set reading goals (for

organized steps to be followed by the

what they want to know), and monitor

students. The technique combines the use of

their comprehension of the topic after

reading strategies in the effort to improve

reading the text.

reading ability.

The Advantage and Disadvantage of

The Purpose of Using K-W-L Strategy

Using K-W-L Strategy

According to Jannah (2015) there are the

The Advantages of Using K-W-L Strategy

purpose of using K-W-L Strategy:

According to Ibrahim (2012) in Ummul

1) Ogle

developed

a

teaching

Khaira (2015) there are some advantages

strategy/model in order for the teacher

using KWL strategy, there are:

and the students to graphically organize

1. It is appropriate for all education levels

information based on what students know about a topic, what they want to know about a topic, and what was learned after reading about the topic (KW-L).

2. It can be used for all skills but is most suitable for reading skills. 3. It helps students to monitor their comprehension and knowledge.

2) The KWL strategy is designed for teachers

from beginners up to advanced.

to

effectively

respond

to

4. It encourages students to do critical thinking.

students' knowledge when they read

5. It makes teacher and students become

expository material, but can also be used

more interactive in the teaching and

for narrative material that comes under

learning process.

the heading of genres such as myths, poems, haikus, etc.

6. It sets out a purpose for reading. This means that readers have some ideas about the text before reading the whole 92


text and focus to find the important

associations in the K column of their

points whilst reading.

charts. This is done until students run out

The Disadvantages of Using K-W-L Strategy According to Ibrahim (2012) in Ummul Khaira (2015) there are some advantages using KWL strategy, there are: 1.

It is difficult for students with no prior knowledge.

2.


It takes time to complete.

3. It is not effective for reading fiction materials. 4. It is not appropriate for readers who are not active thinkers. 5. Students will give up and get bored easily. Step of K-W-L Strategy According to Ogle (1986) in Riswanto et.al (2014) there are some steps that should be considered in using K-W-L strategy:

of ideas. Engage students in a discussion about what they wrote in the K column. d. Ask students what they want to learn about the topic. The teacher and students record these questions in the W column of their charts. This is done until students run out of ideas for questions. If the students respond with statements, turn

them

into

questions

before

recording them in the W column. e. Have students read the text and fill out the L column of their charts. Students should look for the answer to the questions in their W column while they are reading. Students can fill out their L column either during and after reading. f. Discuss the information that students recorded in the L column. g. Encourage students to research any

a. Choose a text.

questions in the W column that were not

b. Create a KWL chart. The teacher should

answered by the text.

create a chart on the blackboard or on an overhead transparency. In addition, the students should have their own chart on which to record information. c. Ask students to brainstorm word, terms, or phrases they associate with a topic. The teacher and students record these

There are some previous studies that were the study related to this study as follows: First, the study was conducted by Wahyuni Duwi in 2014 entitle: Improving Students’ Reading Comprehension Ability in Recount Text by Using Kwl (Know, 93



Want, And Learned) of the Eight Grade at

Technique at the Eleventh Grade of Sma

SMP N 1 Durenan Trenggalek in the

Negeri 1 Sanden In The Academic Year of

Academic Year 2013/2014. The result of the

2012/2013. The results of the two cycles

study showed that the students’ mean score

show that the use of Know-Want-Learn

of reading comprehension test in the

technique is effective to improve the

preliminary study (pre-test) was 60. Then

students’ reading comprehension. It is

the

reading

supported by the qualitative data which

comprehension test in cycle 1 was 69 and in

show that (1) Know-Want-Learn technique

cycle 2 was 80. In addition, in the

can help the teacher to scaffold the students’

preliminary study, there were 32% of the

comprehension of the text by focusing on

students who passed the test and 68% of the

the steps before, during, and after reading;

students who failed in the test. Then, in

(2) Know-Want-Learn technique can help

cycle 1, there were 59% of the students who

the students to preview the text, assess what

passed the test and 41% of the students who

they have learned after reading, and attrack

failed in the test. As a result, the criteria of

their interest in reading; (3) The kind of

success had not been achieved yet because

activities

the students who passed the test were less

vocabulary, using skimming and scanning,

than 75% of criteria of success so that cycle

using

2 was needed to be conducted. In cycle 2,

meaning can help the students to read the

the criteria success which was 75% could be

text

achieved by the students because there were

supported by the quantitative data. The

85% of the students who passed the test, and

mean

there were only 15% of the students who

comprehension scores improves from 70.5

failed in the test. It means that the action

in the pre-test to 82.5 in the post-test.

research

According to the t statistic, the difference is

students’

was

mean

score

successful

of

so

that

the

researcher stopped the research in this cycle.

given

fix-up

as

strategies,

efficiently. of

such

The

the

preteaching

and

finding students’

guessing

is

also

reading

significant at p